Immersion method


Problem

It has been observed that in a typical communicative language-learning class, the activities used to help fix structures, verb tenses, vocabulary, and so on (eg songs, dialogues, problem-solving situations) lack a logical sequence. Pupils' attention tends to drift when they are asked to pass from one activity to another, they lose both concentration and motivation. Moreover, much time is then lost in getting the pupil to engage with the new context/situation. This can mean that of the ten minutes dedicated to an activity, two or three minutes are lost in explaining the situation, and one or two more in getting the pupil to focus on what is to be done. Thus, only five minutes are used profitably.

Investigation of the problem

In order to better understand this limitation it is necessary to refer to the different stages in the communicative learning of a foreign language. These cover:
   a) presentation of the material to be learnt
   b) repetition of the structure, lexical item, etc.
   c) fixing by means of extension to other situations.
   d) recycling of material
   e) spontaneous and creative use

The problem posed above arises fundamentally in points c), d) and e).
Constant recycling of the material presented is required to ensure that what has just been learnt will form part of the linguistic system. Only when the pupil is able to use spontaneously what has just been taught can we say that learning has taken place.
Another serious problem becomes apparent here: the activities designed for the recycling of material are usually external to the core of the class (presentation, repetition, fixing of newly acquired information) whether they are used at the beginning or end of the class; consequently concentration once again suffers.
These activities taken in isolation at best allow the pupil to "have fun" with a song or to "enjoy" the analysis of a poem while recycling material, but s/he does not learn naturally in an integrated fashion.
From what has been postulated above it can be concluded that there is a definite need for a learning method which would allow the pupil to make effective use of the time available and to become the protagonist of the learning experience: an "immersion method" through which learning takes place in context and there is "natural" recycling of material.

Hypothesis

Of all the technological media at our disposal these days, the one that presents a situation with the greatest impact and in the most natural way would seem to be video. Together with the specific tone of voice, the pupil is able to perceive the attitude of the speaker by for example, gestures, the formality of the situation and the relationship between the speakers. All these elements appear to be vital not only in helping the pupil to learn the language in an integral and appropriate form but also so that s/he remembers it in connection with a particular context (attitude, formality, etc).
Therefore, there appears to be a definite need for a programme with which it is possible to "mediate" that context by following the necessary stages in communicative learning (presentation, repetition, fixing, recycling, spontaneous and creative use). In this form it will be possible to make maximum use of the attention and motivation of the pupil, make learning more effective and thus encourage the student not to drop out.

Testing the hypothesis

Suitable films for the different levels were chosen and a series of relevant exercises were devised. Six parallel groups of 15 persons each were formed. Three groups worked with the conventional communicative method, while with the other three the new communicative immersion method based on the video was used. All groups were tested every two months according to conventional evaluation methods. After one year of work the test results indicated that the groups that used the video method made 50% more progress, and the drop-out rate was considerably lower. Of the groups that used conventional methods 20% dropped out, while only 5% did so in the case of the groups using the new method.
Moreover, the students showed great enthusiasm for the new method and, in many cases, were able to become independent learners.

Conclusion

The experiment proved that when pupils feel that they are protagonists they not only assume the responsibility for their learning but they also fix what they have learnt in a natural, pleasurable way. This produces a much lower drop-out rate. Moreover, they made maximum use of the learning time and often developed the tools to allow them to continue to learn independently.